The elementary school curriculum in the Turkish Education System has been changed several times. After the establishment of the Republic of Turkey in 1923, the elementary school curriculum was restructured in the years 1924, 1926, 1936, 1948, 1962 and 1968 several times. Compulsory education in Turkey was for five years from 1923 to 1997, however, the Ministry of National Education, known as MEB made, a radical decision to increase compulsory education to eight years in 1997. Therefore, the primary and the middle school curriculum were combined in the elementary school system. However, at that time these curricula were not revised and restructured so in order to unify and integrate the elementary school curriculum, a new elementary school curriculum was developed and introduced as a pilot study in the 2004-2005 academic year in some regions of Turkey. As a result, in the 2005-2006 academic year, the reconstructed elementary curriculum was introduced into the Turkish elementary schools. Many abilities such as creativity, decision making, critical thinking, effective problem solving, etc. were taken into consideration and students had to obtain these via the new curriculum. Besides this, value (moral) education was taken into consideration and the students were expected to be educated according to values which were accepted in national and international contexts. There has been an increase in the number of dissertations on value education since the application of the new elementary curriculum in 2005-2006. Thus, the purpose of this study was to analyse these dissertations in order to see the impact of value education in dissertations carried out in Turkey. In order to achieve this purpose, an answer to the following question has attempted to be given in the research: What is the distribution level of dissertations on values education carried out in Turkey?The research aimed to determine the distribution of graduate dissertations on values education between the years of 2005 and 2010 and utilised a qualification research method and the case study was used as model.The theoretical population of this research was the graduate dissertations carried out in Turkey. Yet, the theoretical population to study, which was identified by taking into consideration the improvements in methodology and whether they were up to date, included 25 graduate dissertations between the years of 1986 and 2010. The sampling group consisted of 22 graduate dissertations accessed online as pdf documents between 2005-2010 from the National Dissertations Centre of the Higher Education Counsel, known as YÖK.In order to analyse the data obtained from the dissertations, "the classification and content form for the evaluation of dissertations" was used and the epistemo-logical document analysis was used as the data collection method.The identified dissertations were downloaded from the website of the Higher Education Counsel's National Dissertations Centre were given some codes. In the next stage, the downloaded dissertations were analysed with the help of "the classification and content form for the evaluation of dissertations" according to different variables such as the year, the department, and the methodology, instruments and statistical techniques they used. The data obtained in the study was analysed with the categorical analyses techniques as frequency and percentage.The findings of the study indicated that most of the dissertations were earned out at master's level and that they were completed in the year 2010. Besides this, it was seen that most of the research on values education were earned out in the curriculum and instruction department. Also, it was seen that researchers in the educational administration, supervision, planning and economics and social studies education departments studied value education to a greater extent in their dissertations. However, the number of doctoral dissertations was seen to be limited in value education which was perceived as a weakness. It was also found that although experimental research methodology was used mostly on value education, qualitative and quantitative research methodologies were used to a higher level as well as the experimental research methodology. In terms of the research methodology variable in the study, it was seen that researchers did not prefer using both of the qualitative and quantitative research methodologies in their dissertations. On the other hand, it was seen that document analysis techniques and scales were the most preferred data collection instruments in dissertations carried out on value education in Turkey. Also, it was seen that descriptive statistical techniques were used in dissertations on values education to a greater extent. Besides this, difference statistical techniques were some of the most preferred statistical techniques used in dissertations on values education. However, the correlation statistical analysis technique was used very little and the regression statistical analysis technique was not used at all in dissertations on values education carried out in Turkey.